L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair. L.OL.00.11 Identify that living things have basic needs. L.OL.00.12 Identify and compare living and nonliving things
METS-S/NETS-T
Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills. 4. Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).
Essential Questions:
Where do plants and animals get the energy they need to survive?
Objectives:
1) Students will learn about food chains and webs by researching animals and where they get their energy
2) Create a food chain using selected animals and through the use of imovie.
3) identify the variety of ways transfers of food energy can occur from one source in plants through a series of animals
Tools and Resources:
1) Computer
2) imovie
Rationale:
All organisms, including the human species, are part of and depend on two main interconnected global food webs. One includes microscopic ocean plants, the animals the feed on those animals. The other web includes land plants, and the animals that feed on them, and so forth. The cycles continue indefinitely because organisms decompose after death to return food materials to the environment.
Sequence of Activities:
Anticipatory Questions/Activity:
1) Students will watch a short movie at: http://magma.nationalgeographic.com/ngexplorer/0309/quickflicks/
2) Teacher and student will play a short game after reviewing the Food Chain movie.
3) Some questions from the game are:
a) What is an herbivore?
b)What is considered a producer?
c) What is a carnivore?
Body of Lesson Plan: Segment #1
(Artifact: link to real world, website, book, picture, etc.)
Teacher will share a imovie that instructor made to demonstrate the use of creating a food chain using technology. Students will be walked through the steps on a smart board. Teacher and students will work together in finding pictures coping and pasting in a format to create a imovie. Teacher will demonstrate how to preview music so that students can develop their own imovie.
Segment #2
(Factual information/Vocab
Includes sample feedback loop)
A food chain represents the transfer of energy (originating with the sun) from the producer source to a consumer or a series of consumers. The following questions will be asked: a) What could we use for a producer? A green plant, a flower. b)What would eat a plant? A insect, a mouse, ect. c) What would eat a insect? Bird, mouse, another insect.
1) Students will be put into small groups for this activity. 2) This activity involves research and the students will need an hour or so to show their findings. This activity may take a couple of days. 3) To prepare students the following prompts will be used: Food chains are represented by a series of nutritional levels. Think about building a pyramid to show the nutritional levels. Can you think of something that would be on the first level? How about the second? I want your groups to build a four level pyramid food chain. Now remember, as the levels rise, the predators become fewer, larger, and fiercer.
Segment #4
(Detailed directions on how to complete activity)
1) Students will watch a short movie at: http://magma.nationalgeographic.com/ngexplorer/0309/quickflicks/ Teacher will share her imovie at; 2) Teacher and student will play a short game after reviewing the Food Chain movie. Then teacher will share a Jing video on how to use imovie at http://screencast.com/t/tMf2xP8ZaCy 3) Students will get into small groups to research and put together their pictures and pick out their music. 4) Students will import all of their material into imovie. 5) Students will share their short movie of a food chain with the class.
L.OL.00.11 Identify that living things have basic needs. L.OL.00.12 Identify and compare living and nonliving things
4. Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).
2) Create a food chain using selected animals and through the use of imovie.
3) identify the variety of ways transfers of food energy can occur from one source in plants through a series of animals
2) imovie
http://magma.nationalgeographic.com/ngexplorer/0309/quickflicks/
2) Teacher and student will play a short game after reviewing the Food Chain movie.
3) Some questions from the game are:
a) What is an herbivore?
b)What is considered a producer?
c) What is a carnivore?
Segment #1
(Artifact: link to real world, website, book, picture, etc.)
(Factual information/Vocab
Includes sample feedback loop)
a) What could we use for a producer? A green plant, a flower.
b)What would eat a plant? A insect, a mouse, ect.
c) What would eat a insect? Bird, mouse, another insect.
(Includes multiple intelligence strategy:
Hands-on, small groups, reteaching strategy)
2) This activity involves research and the students will need an hour or so to show their findings. This activity may take a couple of days.
3) To prepare students the following prompts will be used:
Food chains are represented by a series of nutritional levels. Think about building a pyramid to show the nutritional levels. Can you think of something that would be on the first level? How about the second? I want your groups to build a four level pyramid food chain. Now remember, as the levels rise, the predators become fewer, larger, and fiercer.
(Detailed directions on how to complete activity)
http://magma.nationalgeographic.com/ngexplorer/0309/quickflicks/
Teacher will share her imovie at;
2) Teacher and student will play a short game after reviewing the Food Chain movie. Then teacher will share a Jing video on how to use imovie at http://screencast.com/t/tMf2xP8ZaCy
3) Students will get into small groups to research and put together their pictures and pick out their music.
4) Students will import all of their material into imovie.
5) Students will share their short movie of a food chain with the class.